SB 51 
T45 BULLETIN 

1919 OF THE 

Copy 1 STATE BOARD FOR VOCATIONAL EDUCATION 

In Co-operation with the Federal Board for Vocational Education 



LABORATORY EXERCISES IN 
PLANT PRODUCTION 

ANNIE WEBB BLANTON 

State Superintendent and Executive Officer 
State Board for Vocational Education 

J. D. BLACKWELL 

State Director of Agricultural Education 

C. L. DAVIS 

Assistant Director of Agricultural Education 

C. A. WOOD 

Associate Professor of Agronomy, A. & M. College 




BULLETIN 107 SEPTEMBER 1, 1919 



ISSUED BY 

THE DEPARTMENT OF EDUCATION 
STATE OF TEXAS 

Monograph. 



BULLETIN 

OF THE 

STATE BOARD FOR VOCATIONAL EDUCATION 

In Co-operation with the Federal Board for Vocational Education 



LABORATORY EXERCISES IN 
PLANT PRODUCTION 



ANNIE WEBB BLANTON 

State Superintendent and Executive Officer 
Slate Board for Vocational Education 

J. D. BLACKWELL 

State Director of Agricultural Education 

C. L. DAVIS 

Assistant Director of Agricultural Education 

C. .A. WOOD 

Associate Professor of Agronomy, A. & M. College 




BULLETIN 107 SEPTEMBER I, 1919 



ISSUED BY 

THE DEPARTMENT OF EDUCATION 

STATE OF TEXAS 

k A237-8J9-250O 






FEDERAL BOARD FOR VOCATIONAL EDUCATION 

Washington, D. C. 

MEMBERS 

David F. Houston, Chairman, JaMes P. Munroe, 

Secretary of Agriculture Manufacture and Commerce 

William C. Redfield, Calvin MoIntosh, 
Secretary of Commerce Agriculture 

William B. Wilson, Arthur E. Holder, 
Secretary of Labor Labor 

P. P. Claxton, Commissioner of Education 

EXECUTIVE STAFF 

C. A. Prosser, Director 
Layton S. Hawkins, Chief, Anne E. Richardson, 

Vocational Education Division Assistant Director for Home 

Lewis H. Carris, Economics 

Assistant Director of Industrial Charles H. Winslow, 
Education Chief, Research Division 

REGIONAL AGENTS FOR THE SOUTHERN STATES 

Chandler Building, Atlanta, Georgia. 

C. H. Lane, Federal Agent for Agricultural Education 
H. O. Sargent, Federal Agent for Agricultural Education 
Roy Di.mm.itt, Federal Agent for Industrial Education 

STATE BOARD FOR VOCATIONAL EDUCATION 

Austin, Texas. 

MEMBERS 

William P. Hobby, Governor, Chairman 

H. B. Terrell, Comptroller 

Geo. F. Howard, Secretary of State 

Annie Webb Blanton. State Superintendent and Executive Officer 

STATE EXECUTIVE STAFF 

J. D. Blackwell, Director of Agricultural Education 

C. L. Davis, Assistant Director of Agricultural Education 

J. H. Hinds, Assistant Director of Agricultural Education 

Agnes Ellen Harris, Director of Home Economics Education 

Lillian Peek, Supervisor Home Economics Education 

N. S. Hunsdon, Director of Industrial Education 

Dorothy M. Sell, Assistant Director of Industrial Education 



n. 5f *>• 

Fta 2i. 1023 









INTRODUCTION 

This bulletin, containing seventy-six exercises in Plant Production, is 
to be used, as a supplement to Bulletin 93, "A Year's Work in Plant 
Production.'" It has been prepared largely by the class in agronomy at 
the Agricultural and Mechanical College, which class has been under 
the immediate direction of Professor C. A. Wood during the past sum- 
mer. The class consisted of forty-live prospective teachers of vocational 
agriculture, many of whom have had some experience teaching vocational 
agriculture. It is therefore expected that this bulletin will be very help- 
ful to teachers of the subject. 

In order to obtain the one and one-half units of credit that is granted 
by the Committee on Affiliation upon the completion of a year's work 
in Vocational Agriculture, it is recommended that a minimum of sev- 
enty-five exercises he completed and recorded in a note-hook. Six of 
these books and six sets of examination papers must be sent to the De- 
partment of Education on or before June first of each school year. 

The following suggestions in regard to note-hooks should be kept in 
mind : 

1. Note-books should teach accuracy, neatness, and promptness. 

2. They should be graded and returned to the pupil each week. 

3. The entire exercise should be read and references looked up be- 
fore an attempt is made to perform the exercise. 

I. Each exercise should be recorded according fo a ested 

in Bulletin 93. 



LIST OF REQUIRED EQUIPMENT FOR PLANT PRODUCTION 



Approximate 
Price 

Soil Auger $ 4.25 

Set Soil Sieves 9.00 

Soil Thermometer 2.50 

Capillarity Tubes, 2x8 inch (12) 1.30 

Support for Capillarity Tubes 1.35 

Tube Brush * 50 

Trip Scale 12.00 

Set Weights, 5 to lOOOg iron 3.00 

Alcohol Lamps, 8 oz. (1) 1.44 

Alcohol Stove Lamp 1.00 

Retort Stand with three rings 1.40 

Test Tubes, 3xf inch (12) 20 

Test Tubes, 5x| inch (12) 26 

Thermometer, 10 to 110 c.c. (12 inch) 1.25 

Graduate Cylinder, 100 c.c 80 

Mortar and Pestle, 100 mm .65 

Test Tube Rack 60 

Package Filter Paper, 12.5 cm .25 

Glass Funnels, 3| inch (2) 80 

Nest of Beakers Nos. 0000-00 43 

Nest of Beakers Nos. 0-3 77 

Funnel Support 1.10 

Evaporating Dishes, No. 000 (6) 96 

Pair Crucible Tongs, 9 inch .22 

Wire Gauze, 12x1 2 inch 30 

Rulers (6) 30 

Flower Pots, 4 inch (12 ) 20 

Bucket Sprayer 8.00 

Riker Specimen Mounts, 5x6 inch (6) 1.50 

Tripod Magnifiers (4) 4.80 

Tape Measure, 50 feet 1.30 

Mount of Common Farm Seeds 2.00 

Mount of Common Farm Seeds 2.00 

Tablets Score Cards, Corn (4) 72 

Tablets Score Cards. Oats ( i ) 78 

Balopticon : 40.00 

Camera, buy locally. 
Farm Level " 20.00 

Total $125.33 



LABORATORY EXERCISES IN PLANT PRODUCTION 



EXEUCISE 1 



Collection and Identification of Seed 



Object: To collect and identify seed. 

Material: Small bottles, note-book, pencil. 

Directions: Visit several farms or places where crops are growing and 
collect several kinds of seed. If seeds are found that cannot be 
readily identified take them to the laboratory and try to identify 
them. Place each sample in a small bottle and label. Collect and 
identify at least twenty-live kinds of seed. If a lens is available 
make drawings of each kind of seed, and tabulate the data as fol- 
lows : 



Data : 






Xo. of bottle 


Name of seed 


Drawing of seed 















Exercise 2 



Study of Seed 



Object: To study the parts and composition of seed. 

Material : Beans, corn, cotton seed, nitric acid, and iodine solution. 
S. D. Ed. 92, Ex. 2. 

Directions: Soak a few beans and corn in warm water for an hour. 
Examine the bean carefully for the hilnm or scar. Sever the seed 
into two parts. These parts are the cotyledons. Upon germination 
of the seed, these two parts become the seed leaves. Between the 
two parts will be found a small bud, which is the embryo or germ. 
When the seed germinates, this germ produces two parts, the radicle 
or primary root and the plumule or primary stem. The harder por- 
tion of the seed is the endosperm and the outside layer, the seed 
coat. Study the corn kernel the same way and make drawings of 
longitudinal and cross section- of each. Label all parts. 

To determine the composition of the various seed, place a drop 
of nitric acid on a cross section of a seed. An orange color pro- 
duced will indicate protein. Place a drop of iodine solution on 
another cross section. A deep blue color will indicate the presence 
of starch. Scrape off a small portion of the seed and heat it over 
a flame. Place this heated portion of the seed on a paper. If a 
grease spot is produced, the presence of fats is indicated. 

Data : 



Name of seed 


Protein 


Starch 


Fat 

















Conclusions 



Exercise 3 Study of Eoot Systems 

Object: To better understand root systems of plants. 

Material: Several different kinds of plants (corn, cotton, peanuts, 
clover, grass ) . 

Directions: Examine carefully and make drawings of the root systems 
of each of the different plants obtained. Observe the characters of 
the main lateral and root hairs found. Look for nodules on roots 
of legumes. Do any of the roots studied aid directly in propagating 
the plants? Cut small cross section of the roots, and make draw- 
ings of them with the aid of a hand lens, or compound microscope, 
if one is available. 

Data : 



Name of plant 


Character of roots 










Conclusions. 



Exercise 4 Demonstration of Osmosis 

Object: To illustrate the principle of osmosis as related to plant feed- 
ing. 

Material: Parchment paper or animal membrane (pig bladder), strong 
salt solution, bottle, thistle tube and stopper. 

Directions: Tie a piece of parchment paper over the large end of a 
thistle tube and fill the tube with a strong solution of salt water. 
Place the tube in a bottle of water, holding it in place with the 
stopper in such a way that the top of the solution is at the same 
height as the water in the bottle. After allowing it to stand for 
some time, note that the water in the tube has risen above the height 
of the water in the bottle. This shows that the less dense solution 
has passed through the membrane into the more dense solution. 

Data: Sec S. D. Ed., Ex. 5. 

Conclusions. 

Exercise 5 Study of Stem Structure 

Object: To understand stem structure. 

Material : Cross sections of corn stem, cross section of twig, hand lens, 
knife. 

Directions: Study a longitudinal and cross section of a corn stem, and 
of a twig. Place the cross sections under the lens and study the 
fibro-vascular bundles through which the food passes. Make draw- 
ings of the seci ions ami label the various parts. 



Exercise 6 Study of the Flower Parts 

Object: To better understand the parts of a flower. 

Material: A medium sized complete flower. 

Directions: Make a drawing of the entire flower. Be careful to show 
the parts as they appear. Now cut the flower lengthwise, ami make 
a < I raw i m.'.- showing tin parts. Label all the parts and write a brief 
description <>f each ]>ari and give its function. 

Discuss briefly the different methods of pollination. 

Exercise "1 Classification of Fruits 

Object: To classify different kinds of fruits. 

Material: Different kinds of fruits, such as peaches, pears, grapes, 
blackberries, etc 

Directions: Collect and number the different kinds of fruit. Take each 
fruit and classify the plant from which it came into shrub, tree, 
vine or herb. Study also the internal structure of the fruit, observ- 
ing the character, sweetness, and the formation of seed. 



Data : 
















Name 


Tree 


Vine 


Shrub 


Herb 


Sweet 


Sour 


Seed 




















1 ■ 









Conclusions. 

Reference: "Waugh." '' Pomology." Fruit Classification. 

Exercise S 

Excessive and Inst feicient Amounts of Wateb for Plants 

Object: To study the effect of different amounts of water on plants. 

Material: Three flower pots with a growing plant in each (tomato 
geranium, corn, etc ). 

Directions: Number the ]><>t> 1. "J and :!. Apply to number 1 an exces- 

• sive amount of moisture. To number 2 a normal amount, and to 

number :) a very small amount (just enough to keep it alive). Let 

these stand under the same atmospheric conditions for several days. 

Note the condition of plant growth daily. 

Data : 



Pot No. 


Amount 
moisture applied 


No days 


Effect 



















Conclusions. 



Exercise 9 The Effect of Sunlight on Foliage 

Object: To study the effect of sunlight on the foliage of plants. 

Material : A growing plant, two pieces of cork, black paper or felt. 

Directions : Cut a round hole in each of two corks and pin them, one 
on each side of a leaf, in such a way that the hole in one of tihe 
corks will be directly opposite the hole in the other. Pin them 
together tightly so that the light will be cut off of a portion of the 
leaf. The portion of the leaf under the hole in the cork will be 
exposed. Set the plant where it will grow well for several days, 
then remove the corks. The leaf will show green where the sur- 
face was exposed. The covered portion of the leaf will be almost 
white. 

Make drawings. 

Data: 



Plant used 



Days exposed 



Result 



Conclusions. 

Exercise 10 Effect of Different Fertilizers on Plant Growth 

Object: To show the effect of different fertilizers on plant growth. 

Material: Sixteen small plots of ground about one by two rods in size 
and a few pounds of each of the following fertilizing material : 
nitrate of soda, acid phosphate, kainit, and lime. 

Directions: Measure off sixteen small plots of ground. To plots Nos. 

I and 2 apply nitrate of soda at the rate of one hundred and fifty 
pounds per acre; to plots Nos. 3 and 4, apply acid phosphate at 
the rate of one hundred and fifty pounds per acre; to' plots Nos. 
5 and 6, apply kainit at the rate of one hundred and fifty pounds 
per acre; to plots Nos. 7 and 8, apply nitrate of soda and arid 
phosphate mixed, at the rate of one hundred and fifty pounds per 
acre ; to plots Nos. 9 and 1 0, apply sodium nitrate and kainit mixed, 
at the rate of one hundred and fifty pounds per acre ; to plots Nos. 

II and 12, apply kainit and acid phosphate mixed, at the rate of 
one hundred and fifty pounds per acre; to plots Nos. 13 and 14, 
apply sodium nitrate, acid, phosphate and kainit mixed, at the rate 
of one hundred and fifty pounds per acre; to plots Nos. 15 and 16, 
apply lime at the rate of six hundred pounds per acre Prepare 
the ground well, weigh out the required amounts of fertilizer, apply 
broadcast and harrow it in. Plant and cultivate all the plots 
alike. (Each single operation should be completed the day it is 
started.) Make observations each week during the growing season. 



— 9— 



Data: 










Date 


No. of plot 


Fertilizer used 


Amount fertilizer 


Condition of 
growth 























Exercise 11 Preparation of Bordeaux Mixture 

Object: To prepare a fungicide. 

Material: 1 pound copper sulphate, 1 pound unslacked lime, 10 gal- 
lons of water. 

Directions: Dissolve the copper sulphate, and slack the lime separately. 
Add equal parts of water to each, then mix thoroughly. Keep in 
large bottles and use as needed in spraying garden for fungus 
diseases. 

Data : 



\mount of copper sulphate Amount uns'acked lime Amount water 



Date 



Exercise 12 Preparation of Kerosene Emulsion 

Object: To prepare a contact insecticide. 
Material: 2 gallons kerosene, 4 pound soap. Hi gallons water. 
Directions: After slicing soap very thin, dissolve in one gallon hot 

water, add the kerosene, and stir until a creamy emulsion is formed. 

Dilute with 15 gallons of water and spray vines, etc., for insects. 
Data: 



Amount of kerosene 



Amount of soap 



Amount hot water 



Date 



ExERt [se 13 Study of Common Weeds 

Object : To study the characteristics of common weeds. 

Material: Large sheets of rather stiff white paper, some newspapers, 

a press, and paste. 
Directions: Collect ten different common weeds. Bring them to the 
laboratory and press them between newspapers under a press. When 
the plants are cured mount them on the large sheets of paper. 
Label each mount as follows: 
Name of weed. 

Class (Annual, etc.) 
Dissemination of seed 

Habitat 
Date 
Collector's name 



—10— 

Exercise 14 Construction of Hot Beds and Cold Frames 

Object : To learn how to construct and manage hot beds and cold frames. 

Material : Lumber, horse manure, tools, nails, thermometer, and window 
sashes, or cloth. 

Directions: Select some well drained spot with a southern slope, and 
dig a pit two feet deep and as long and as wide as the window 
sashes you are going to use will cover. Build a frame out of lum- 
ber to hold the window sashes. Fill the pit with fresh horse ma- 
nure which contains a large amount of straw. Keep moist and it 
will soon heat up. Pack well in the pit, and cover with about six 
inches of good mellow soil. When the temperature recedes to 
about 90 degrees the bed is ready to plant. Protect the plants with 
the sashes during cold weather. They may be removed during the 
day when the weather is warm. Watch the watering, ventilation 
and cultivating carefully. 

cold frames 

A cold frame is made in the same way as a hot bed, except the 
pit and manure are omitted. 

Exercise 15 Construction of a Greenhouse 

Object: To learn to construct a greenhouse. 

Material : Hand saw, hammer, square, level, nails, eighteen window 
sash 3x4 feet, and the following lumber: two plates 2x4 inches 
sixteen feet long; two sills, 4x6 inches sixteen feet long; two 4x6 
inch pieces twelve feet long; fourteen posts, 4x4 inches, eight feet 
long; ten rafters, five, 2x4 inches, twelve feet long; five, 2-4 inch 
pieces four feet long ; eighteen pieces of siding 1x8 inches, sixteen 
feet long, and eighteen pieces siding, 1x8 inches, twelve feet long. 

Directions : Select a suitable place and plan your house to be sixteen 
feet long and twelve feet wide. Place your long sill east and west. 
Erect a post at each corner and two at either end with three at each 
side between the corners. Place the rafters and plates on the top 
of the posts lengthwise. Prepare the long rafters for the long slope 
and the short ones for the short slope. Have the long slope face 
the south. It will take fourteen window sash to cover the long- 
slope and four to cover the short slope. Have three of these sash 
hung with hinges at the upper end to give the necessary ventila- 
tion. Build up the sides to the top of the posts with shiplap. 
Build the benches about three feet high and as wide as desirable. 
Place the heater in the east end of the house and cut an opening 
about eighteen inches square opposite the stove. This will give the 
necessary ventilation. Estimate cost of building. 

Note. — Unless a greenhouse is to be built at the school it will 
probably be best to use this exercise as a field trip. Take the class 
to a commercial or private greenhouse. A study of greenhouse con- 



—11— 

struction may be made from this, and available literature on green- 
houses. 



Exercise 16 



Propagation by Cuttin<;s 



Object: To show how plants are propagated by cuttings. 

Material: Twigs of several plants (grape, willow, geranium, fig, etc.). 
A starting box or a hothouse bed filled with sand. 

Directions: Fill the starting box with sand and moisten it well with 
water. Prepare the cuttings as shown in the text. After the cut- 
tings are prepared make a small hole in the sand with a sharp sti< k 
and place the lower end of the cutting in the hole deep enough so 
that only one bud will be above the sand. Keep the sand moist ami 
warm. When the roots are well started transfer the plants to pots 
or to the field. 

Prepare several cuttings of different plants. 

Data: 



Kind of plants 



Date made 



No. made 



Date growth 
starts 



Number of 
successful cutting 



Exercise 17 



Budding 



Object: To learn to bud. 

Material: Buds of some known plant, some grafting wax. soft string 
and a good sharp knife. 

Directions : To do budding take a bud of known variety and cut it as 
shown in the references. Place the bud in a stock in which a cut 
of a T shape has been made. Roll back the bark each side of the 
longitudinal cut of the T and insert the bud.. Be sure that the 
cambium layer of the bud is in contact with that of the stock. Tie 
the bud in place carefully with the waxed string. 

Note. — It is best to perform this exercise in the field. Require 
the students to watch the growth of the buds that have been in- 
serted. 

Data: 



No. buds 



No. successful 



Conclusions. 

Exercise 18 Tongue Grafting 

Object: To propagate an apple tree by the tongue grafting method. 
Material: Apple trees, knife, twine, waxed cloth. 
Directions : Select a branch 1 to 1A inches in diameter and saw off 



—12— 

squarely. Care should be taken that the bark is not loosened from 
any portion of the stub. Split the stock through the center with a 
jack knife. Spread the cleft and insert the scion. The scion 
should come from the previous season's growth of the tree to be 
propagated and should be long enough to have two or three buds. 
The lower end of the scion should be cut wedge shape with the 
outer edge thicker than the inner edge. On inserting the scion be 
sure that the cambium on the thick side of the wedge is in close 
contact with the exposed cut surfaces. 

Data: 



Date of grafting 



Kind of trees 



No. of grafts made 



Result 



Exercise 19 



Preparation of Waxed Cloth or String 



Object: To prepare cloth and string for grafting purpose?. 

Material : Four parts resin, two parts beeswax, one part tallow ( by 
weight), one ball No. 18 knitting cotton, old sheeting. 

Directions: In order to make grafting wax, the resin and beeswax 
should be finely broken up and melted together with the tallow. 
When thoroughly melted, drop a ball of No. 18 knitting cotton 
into it and leave for five minutes wbich is sufficient time to thor- 
oughly saturate the entire ball. In order to make waxed cloth, 
tear an old sheet into narrow strips, and drop into the melted wax. 
By punching holes in this waxed cloth it may be used in budding. 

Data: 



Date 



Parts resin 



Parts beeswax 



Parts tallow 



Balls twine 



Exercise 20 



Pruning Demonstration 



Object: To study pruning of trees. 

Material: A pruning saw, knife, and shears. 

Directions: Demonstrate the removal of small and large branches. 
Show how the wounds thus caused may be healed. Call the atten- 
tion of the students to the principles taught in the text in regard 
to pruning. After this has been done, the student should prune one 
or more trees under the direction of the teacher. After several 
months go back with the students and note the effects of pruning 
on the growth of the trees. 



—13— 



Exercise 21 



Collecting Soil Samples 



Object : To collect samples of soil. 

Material: Soil auger, shovel, small jars. 

Directions : With a soil auger bore to the depth of eight inches. Place 
all soil removed from the hole in one jar. With the shovel clean 
out the hole so that when boring is continued no soil will fall into 
the hole. Continue the boring for another eight inches and place 
all the soil removed in another jar. Repeat this operation four 
times, each time trying to get a soil of a different- type or structure. 
Label each jar carefully and take them to the laboratory. Com- 
pare each of the samples and tabulate your results. Keep soil for 
future use. * 

Data: 



No. samples 



Depth taken 



Kind 



Exercise 22 



Mechanical Analysis of Soil 



Object: To make a mechanical analysis of soil. 

Material: Sample of soil, large open mouth bottle, cork, soft water 
and ammonia. 

Directions: Put about twenty grams of soil in the bottle. Add about 
ten drops of ammonia and fill the bottle about two-thirds full of 
water. Cork tightly and shake vigorously for ten minutes or until 
all of the granules have been broken down. Allow the bottle to 
stand for ten minutes. The coarser particles will settle first, the 
next finer next, and lastly, the clay. 

After the bottle has stood for a few minutes, take a drop of 
water from the bottle with a glass rod and place on a slide. Ex- 
amine this slide under a microscope. The soil on the slide is clay. 
Make a drawing showing some of the particles. 

rf the soil has not been burned the organic matter will float on 
the top. 

Data: 



No. grams soil No. drops ammonia Per cent sand 



Per cent silt 



Per cent clay 



—14— 



Exercise 23 



Moisture Content op Soil 



Object : To determine the amount of moisture in soil on which different 
kinds of crops are growing. 

Material: Samples of soils from fields on which different kinds of 
crops are growing, balances, evaporating dishes, oven and a des- 
sicator. 

Directions : Have as many evaporating dishes as you have samples of 
soil. Number and weigh each dish. Place a weighed amount o 
soil in each dish, numbering the dishes the same as the original 
soil. Let these samples stand in the laboratory for a few days so 
as to dry out the capillary moisture. When the capillary moisture 
has been dried out, place the samples in the Oven for several hours 
at a temperature of 100 degrees. Set the dishes in a dessicator and 
allow them to cool. Weigh and determine the loss of moisture in 
grams. Also in percentage of dry weight. Make at least two de- 
terminations of each sample to prove your work. 

Consider an acre foot to weigh 3,500,000 pounds. Calculate the 
amount of water in pounds found in each sample. 

Data : 



Dish No. 


Amount 
soil 


Total 
weight 


Wt. dry 
soil 


Capillary 
moisture 


Constant 
weight 


Loss 
in gms. 


Per- 
centage 


































EXERCIS 


e 24 








Study 


of Soil Texture 



Object: To study and compare soil particles of various kinds of soil. 

Material : Samples of several kinds of soil, hand lens, and four test 
tubes. 

Directions : Place the different samples of soil in cans and examine 
them carefully, noting the color, size, shape of the particles, and 
Iioav they feel when rubbed together in the hand. Place some of 
each under a hand lens and make the same observations. Eecord 
the results in an outline form. 

Put a small amount of each soil in a test tube. Fill the tube 
about two-thirds full of water and shake thoroughly. Set aside 
and observe the "rapidity with which the particles settle in each tube. 

Data: 



Color 


Shape 


Size 


Per cent of particles 


Per cent of particles 


Per cent of particles 


White 


Gray 


Brown 


Black 


Angular 


Rounded 


Coarse 


medium 


Fine 







































—15— 



Exercise 25 



Effect of Lime on Soil 



Object: To determine the effect of lime on soil. 

Material : Slacked lime, balances, bucket, clay soil and gravel. 

Directions : Weigh out five 200-gram samples of clay. To sample No. 
1, add no lime; to sample No. 2, one gram of lime; to sample No. 
3, five grams of lime; to sample No. 4, ten grams of lime, and to 
sample No. 5, twenty grams of lime. Mix each sample with just 
enough water to make it plastic. Mold into sticks about three- 
fourths of an inch in diameter and allow to dry for several days 
in the air. It is best to dry them in a room where the sun cannot 
strike them else they will break in drying. After they are dry, 
determine the amount of weight required to break them by placing 
them in such a way tbat the ends will rest on something solid, when 
a weight is hung on the middle. Apply pressure to the center of 
the sticks by hanging a bucket on the center and slowly filling it 
with gravel. Determine the amount of weight necessary to break- 
each stick. 

Data : 



Sample No. 



Amount of lime added 



Weight required to break 



Exercise 26 Physical Study of Commercial Fertilizers 

Object: To be able to recognize different commercial fertilizing mate- 
rials. 

Material: Hand lens and several samples of fertilizing material. 

Directions: Examine the materials and be able to tell them apart. 
Place some of each under a microscope and write out a description 
of the physical characteristics of each. Make such drawings as 
will enable you to identify each of the materials - 

Data : 



Fertilizer examined 



Physical characteristics 



Note. — This could be made an exercise on the mixing of fertilizers if 
the teacher sees fit to conduct such. 



Exercise 27 Study of Fertilizer Tags 

Object: To better understand fertilizer tags. 

Material : Obtain fertilizer tags from commercial fertilizer dealers. 
Directions : Study each fertilizer tag and note the amount of each fer- 
tilizer ingredient available. Often there are other statements made 



—16— 

on the tags that are misleading. Do such statements exist on the 
tags that you are studying? If you have any such, make out an 
outline for a new tag that will not be misleading. 

Data: Eeproduce a typical tag. 

Conclusions. 



Exercise 28 Study of Capillary Moistuee in Soil 

Object: To study the rise of capillary water in soil. 

Material: Five glass tubes about three feet long, five different classes 
of soil (sand, fine sand, a course sandy loam, a fine sandy loam, 
and a clay soil), some pieces of cloth, small pans and a stand in 
which the tubes will stand upright. 

Directions : Fill each tube with soil that has been passed through a 
fine sieve. One end of the tubes should be covered with a piece 
of cloth to keep the soil from running out. Place the tubes in 
the stand in an upright position with one end in the small pans. 
Put water in the pans and note the rise of water in the soil. Keep 
a record of the rise of water every ten minutes for the first hour 
and then every day for a week. Eecord your results in the follow- 
ing form: 

Data: 



Tube No. 


Content 


Rise in inches 


5' 


15' 


25' 


35' 


45' 


55' 


1 da 


2 da 


3 da 


4 da 


5 da 


6 da 


7 da 































































Exercise 29 Planning a Crop Rotation 

Object: To study crop rotation. 

Material: Plots of ground and the seed to be used in rotation. 

Directions : Each plot should be planted in one of the following crops : 
corn, cotton, oats. The next year the plot planted in corn the first 
year should be planted to oats and the one in cotton to corn. The 
third year the one planted to corn the first year should be planted 
in cotton. At the end of three years the results of the rotation will 
begin to show up. After a few years this, if properly carried out, 
will be a good demonstration for the community. 

Data : 



Plot No. 


Plantings 


First year 


Second year 


Third year 


1 








2 








3 

















Conclusions. 



—17— 



Exercise 30 Study of Tillage Machinery 

Object: To better understand tillage machinery. 

Material: A representative collection of tillage machinery. 

Directions : Visit an implement dealer, or if one is not available, visit 
some farm that is well stocked with good machinery. Study the 
types of plows, cultivators, discs and harrows. Study each of the 
types as to (a) construction, (b) use, and (c) advantage over other 
types. It will be well to study these under operation, if possible. 

Data: 



Implement studied 



Condition 



Use 



Advantages 



Exercise 31 



Determination of the Weight of the Soil 



Object: To determine the weight of different classes of soil. 

Material: A 100 c.c. graduate cylinder, 100 grams of dry soil of each 
of the classes to be used, and a balance. 

Directions: Fill the graduate cylinder with dry soil to the 100 c.c. 
mark and weigh. Determine the weight of dry soil in the cylinder. 
Empty the soil and fill the graduate to 100 c.c. mark with water. 
Determine the weight of the water. Divide the weight of the 100 
c.c. of soil by the weight of the 100 c.c. of water. This will give 
the weight of one c.c. of soil. This is the apparent specific gravity 
of the soil. The apparent specific gravity of the soil multiplied by 
the weight of a cubic foot of water will give the weight of a cubic 
foot of soil. The weight of a cubic foot of soil multiplied by the 
number of feet in an acre (43,560) will give the weight of an acre 
of soil one foot deep. 

Data : 



Wt. graduate cylinder 



Wt. 100 c.c. dry soil 



Wt. 100 c.c. water 



Apparent specific 
gravity of soil 



Exercise 32 Study of Mulches 

Object: To show the effect of mulches on soil. 

Material : Four flower pots, soil, water, sand, and sawdust. 

Directions: Fill each of the flower pots about two-thirds full of soil 
and set the pots in water. When the soil becomes moist on the 
top, remove from the water and allow them to drain; weigh and 
record. Use pot No. 1 as a check. In pot No. 2 place an inch 
of soil mulch ; weigh. In pot No. 3 an inch of sand mulch ; weigh. 
In pot No. 4 an inch of sawdust. Weigh each of the pots at the 



-18— 



expiration of three, five and ten days and compare the anility of 
the different mulches to hold moisture. 



Data: 



Pot No. 



Content 



1st wt. 



After 3 days 



After 5 days 



After 10 days 



Conclusions. 

Exercise 33 Temperature of Soils 

Object: To determine the effect of color on the temperature of soil. 

Material: Select a smooth, level plot of ground. Cover one portion 
with coal dust, one with lime, and leave one without a treatment. 
When the sun shines warm take readings with a thermometer at 
the depth of one, two, and four inches. Do this on all three plots 
and record your results. 

Data: 



Plot No. 


Treatment 


Temperature at depth of 


1 inch 2 inches 


4 inches 



















Exercise 34 



Testing tor Acidity and Alkalinity of Soil 



Object: To test soils for acid and alkali. 

Material: Samples of soil, red and blue litmus paper, distilled water, 
two clean dishes. 

Directions: Place about a handful of soil in a clean dish and moisten 
it with distilled water. Separate into two parts and work with the 
hands into a ball. Break these two balls in two and place a piece 
of blue litmus in one and a piece of red in the other. Allow these 
papers to remain in the balls of soil for about twenty minutes. 
Eemove the papers. If the blue litmus paper has turned red the 
soil is acid. If the red litmus has turned blue the soil is alkali. 
If only partial changes have taken place, the acidity or alkalinity 
is very slight. 

Data : 



Ball No. 



Paper Used 



Result 



Conclusions. 



—19- 

Exercise 35 Study of Soil Formation, Field Trip 

Object: To study the formation of soils. 

Material : H and lens and a soil auger. 

Directions: Take the students to some rocky, hilly section through 
which a creek passes. Study the rock formation, layers of rock, 
composition (with the lens), effect of water on the rocks, effect of 
heat and cold and plant roots. Observe the plant growth oil the 
surface of the rocks and on the surface of the soil above the rock-. 
Write a brief report of the trip. 

Exercise 36 Maps Showing the Soils of Texas 

Object: To familiarize the student with the soils of Texas. 

Material : A map of Texas showing the different geological formations 

in the State. These maps may be purchased from the Depart- 
ment of Geology, State University of Texas, Austin, Texas, or obtained 

free from Bureau of Soils, Washington, D. C. 
Directions: Study carefully the location of the types of soil in the 

State. Draw an outline map of Texas and indicate soil types 

thereon. 

Exercise 37 Terracing 

Object: To build terraces on the school farm in order to prevent the 
washing of surface soil during heavy rains. 

Material : Drainage level, leveling rod, supply of stakes made of one- 
inch material, four horses or mules, plow, V-drag. 

Directions: Set a stake at the edge of the farm where the upper ter- 
race is to empty its water and hold the leveling rod on the ground 
beside this stake. Set the level at such a place that when it is 
leveled up and sighted at the rod, the target will be not higher 
than three or four feet when it is in line with the cross hairs in 
the telescope. Now lower the target three-tenths of a foot (.3'), 
and at a distance of 60 feet (20 paces) from the first stake, move 
up or down the slope until the target is again in line with the cross 
hairs in the telescope. Drive a stake at this point, lower the target 
three-tenths of a foot (.3'), and locate a third point, 60 feet from 
the second. Proceed in this manner until the other side of the 
farm is reached. If necessary, a second terrace is Laid out about 
150 feet down the slope; use the same method outlined above. 

Plow a furrow along the line of stakes first set, and back furrow 
until three or four rounds have been made. 

Hitch to the V-drag and throw this freshly plowed ground to a 
ridge. Continue plowing and using the drag until the terrace is 
one and one-half to two feet higher than the bottom of the furrow 
on the upper side. The terrace should now be eighteen or twenty 
feet wide. 



—20- 



For detailed directions for building the V-drag and for terracing, 
see Bulletin B-23, "Terracing in Texas," Extension Service, A. 
and M. College. 

Data: 



No. of 
terraces 


Distance 
apart 


Fall per 
100 ft. 


Difference in 
elevation 


Crops grown 


Benefits 
derived 


























Exercise 


38 






Laying 


Tile Drain 



Object: To remove surplus water from the soil by means of tile drains. 

Material: Level, leveling rod, tape, marking pins, supply of stakes 
made from one-inch material, hatchet, tiling spade, round point 
shovel, tile scoop, tile hoop, supply of four-inch tile. 

Directions: The outlet is located by finding the lowest point on the 
boundary of the field with the level and rod. A grade stake is 
driven at this point, even with the surface, and a long guide stake 
set near by in order that the grade stake may be easily found. Fifty 
feet from the first stake, and in the direction in which the tile is 
to run, set a second grade stake, and near it the guide stake, as 
directed for the first one. Proceed in this manner until the entire 
line is laid out. With the level and rod, determine the elevation 
of each stake, and record them in order. To work properly, the 
tile must be laid on a uniform grade. By comparing the eleva- 
tions of the stakes, the proper fall may be determined, and the 
depth of the ditch at each stake computed. 

Begin digging the ditch at the outlet. Eemove the first layer of 
soil with the tiling spade, and take out the loose dirt with the round 
point shovel. The bottom is finished and brought to grade with 
the tile scoop. The tile are now laid, either by hand or with the 
tile hook, and enough dirt put in to hold them securely in place. 
After all the tile are laid, the ditch may be filled with a scraper, 
V-drag, road grader, or by hand. 

Data : 



No. of 
stakes 



Elevation 



Depth of 
ditch 



Grade 



Location 



Crops grown 



Benefits 



Exercise 39 Study of Enlarged Roots of Plants 

Object : To study enlarged roots of plants. 

Material: A box of soil, a few sweet potatoes, some of which are af- 
fected with brown rot, and a sharp knife. (Other enlarged roots, 
as beets, carrots, turnips, etc., may be used.) 



-21— 



Directions: (When potatoes are used.) Place the potatoes in the box 
and cover them with soil. Keep the soil moist and warm. As soon 
as the buds and shoots develop have the students make drawings of 

(a) a sweet potato with sprouting buds, (b) a detached slip which 
is' long enough to be transplanted. Cut open several potatoes that 
are affected with brown rot and examine them closely. Make draw- 
ings of these showing the affected parts. 

If other roots, such as carrots, beets, etc., are to be used, a study 
of the root system in general may be made, (a) as to shape of root, 

(b) development of lateral roots, and (c) arrangement of leaves. 
Data: 



Root studied 



Shape 



Development of lateral roots 



Conclusions. 

Exercise 40 A Study of Potato Varieties 

Object: To study varieties of Irish and sweet potatoes. 

Material : Specimens of common varieties of sweet and Irish potatoes 
may be obtained from seed companies or often from people in the 
local community. Obtain at least six varieties of each — sweet and 
Irish potatoes. Study each variety and observe size, shape, 
smoothness, color, soundness of flesh, and the number and arrange- 
ment of eyes. 

Data: 



Sample No. 



Variety 



Characteristics 






Conclusions. 

Exercise 41. Study of Cross Sections of Irish and Sweet Potatoes 

Object: To study the structure of cross sections of Irish and sweet 
potatoes. 

Material : An Irish and a sweet potato, a sharp knife, lens, iodine solu- 
tion, and nitric acid. 

Directions : With the knife make cross and longitudinal sections of each 
of the potatoes. Examine them carefully under lens. Make draw- 
ings. Apply iodine solution to each kind of potato and note the 
color. Blue indicates starch. Put nitric acid on other pieces of 
potato. The presence of protein is indicated by a yellow color. 

Data: 



Slice No. 



Effect of iodine 



Effect of nitric acid 



Conclusions. 



—22— 



Exercise 42 



Bedding Sweet Potatoes 



Object: To make and plant a sweet potato bed. 

Material : A spade and fresh horse manure. 

Directions : In a well drained place excavate the soil to a depth of eight 
or ten inches and construct a frame similar to that for a hot bed. 
(See Exercise 14.) In this excavation place about six or eight 
inches of manure and over this about four inches of soil. After 
this has stood for a few days place the potatoes in the soil as close 
as possible without touching each other. Cover the potatoes with 
about two inches- of soil. Keep the soil moist. As soon as the 
slips are large enough they should be removed and transferred to 
the field. 

Note. — This is called a manure bed and will work well in the 
warmer climates. If a bed is to be made in a colder climate more 
manure should be used and a provision made for protection during 
cold weather. 

Data: 



Bushels planted 



Date 



No. slips 



Conclusions. 



Exercise 43 



Storing Sweet Potatoes 



Object : To provide a place for the keeping of sweet potatoes. 

Material : Lumber, saw, hammer, nails, and shovel. 

Directions : Select a well drained location and dig a flat hole four 
inches deep, four feet wide, and ten feet long. Fill the hole with 
straw or corn stover. Then take six pieces 10 inches by 12 inches 
by 12 feet and make three troughs by nailing two planks together 
in trough fashion. Space these equally on the straw with the 
ridges up. The boards should be nailed in such a way as to leave 
an opening between them for air to pass up through the potatoes. 
After you have placed the troughs, pile the potatoes on and between 
them, letting them come up in the form of a ridge, say three and 
one-half feet high. Then support a ridge pole directly over the 
ridge of potatoes and cover the potatoes with boards, standing one 
end on the gound and one on the ridge pole. Cover these boards 
with from four to six inches of dirt. Leave the ends of the house 
open, but provide means for closing on cold days. 

Data : 



Bushels stored 



Date stored 



Date opened 



Result 



-23— 



Exercise 44 



Testing Tomato Seed 



Object: To test the vitality of garden seed. 

Material : Plates, garden seed, blotting paper. 

Directions: Cut pieces of blotting paper to fit the plates. Upon this 
place ten seeds from a package of tomato seed that you expect to 
use in planting the hot bed. Over the seed place another piece of 
blotting paper and moisten. Invert another plate in order to hold 
it in place and leave three to five days. Test each package of seed 
before planting by same method. They should test 70 per cent, 
to 80 per cent. 

Data : 



Plate No. 



Name of seed 



No. seed 



Per cent 
germination 



Total No. 
seed tested 



Exercise 45 Preparing for and Sowing Tomato Seed in Hot Beds 

Object : To learn how to prepare and sow tomato seed in a hot bed. 

Material: A hot bed, barnyard manure, good loose loam soil, tomato 
seed and water. 

Directions: (See Exercise 14, hot bed and cold frame construction.) 
Put from four to six inches of good loose loam soil in the hot bed 
and cover with sash or cloth. Seed should not be planted until the 
temperature goes down to 80 or 85 degrees F. Sow the seed in 
rows three to four inches apart, and from one-eighth to one-fourth 
inches apart in the row. Cover seed about one-half inch deep. 
After seeds have been covered, water the surface of the soil with a 
sprinkling can, being careful to distribute the water uniformly over 
the bed. Then cover bed. 

Data : 



Date 



Depth 



Width of rows 



Amount of 
seed sown 



No. planls 
secured 



Exercise 46 Study of Insects Destructive to Vegetables 

Object: To study the common insects destructive to vegetables. 

Material : Microscope and bottles. 

Directions: Make a collection of the insects that are most destructive 
to vegetables in your community. Put each insect, and a piece 
of the plant on which it is found in a bottle. If possible either 
eggs produced by each insect and put them in separate bottles. 
Carefully watch these. If conditions are favorable some of them 
may hatch. 



-24— 



Make a careful study of each insect as follows: Appearance of 
adult, kind of vegetable on which found, eating habit, and methods 
of control. 



Data : 



Insect studied 



Characteristics 



Conclusions. 



Exercise 47 



Study of the Cotton Plant 



Object: To make a close study of the cotton plant. 

Material: Good cotton plants of each variety grown in the region. 

Directions : Make a careful study of each variety as follows : Habit of 
growth, arrangement of branches and flowers, number and size of 
bolls, weather proof feature, and lateness of maturity. Observe 
carefully the comparative size of plants, root systems, general form, 
and the arrangement of the fruiting branches on the stem of the 
plant. 

Data: 



Variety 



Characteristics 



Exercise 48 



Study of the Cotton Flower 



Object: To study the cotton flower. 

Material: Several cotton flowers in different stages of growth. 

Directions : Have each student examine a cotton flower and observe the 
following: Number of sepals, number of petals, number of stamen, 
and the number of pistils. Make a drawing of the flower. Cut the 
flower longitudinally and make a drawing showing the arrangement 
of the different parts of the flower. Open another flower that is 
further developed and compare them. 

Data: 



Sample No. 



No. sepals 



No. petals 



No. stamen 



No. pistils 



Exercise 49 A Study of the Cotton Boll and Fiber 

Object: To study the cotton boll and fiber. 
Material : Several green and open bolls of cotton, and a lens. 
Directions: Study the mature bolls, noting the shape, size, form, num- 



—25— 

ber of prongs to the burr and the number of locks to the boll. Make 
a drawing showing the mature boll and another showing the burr 
and cotton locks. 

Make a drawing of the green boll. Make a cross section of the 
green boll and a drawing showing the arrangement of parts. 

Examine the lint on several of the bolls and note the color, length, 
and fineness. 
Conclusions. 



Exercise 50 



Judging Cotton Plants 



Object: To understand the form of a good cotton plant. 

Material : If possible conduct this exercise in the field. If it cannot 
be conducted there specimens of cotton plants should be obtained 
and the exercise performed in the laboratory. Collect ten stalks of 
cotton. 

Directions : Study each cotton stalk, and score them, noting the follow- 
ing points : Size of plant, length of branches, length of internodes, 
number of branches, number of bolls, and size of bolls. Remove 
the cotton from the bolls and weigh it. Tabulate results and de- 
termine which is the best plant. 

Data : 



Stalk No. 



Characteristics 



Yield 



Exercise 51 Cotton Classing Demonstration 

Object: To understand the classes of cotton. 

Material : Samples of cotton classified according to standards. (A. and 
M. bulletin on Classifying Cotton), several unclassified samples. 

Directions : Examine the standard samples carefully and compare them 
with the unclassified samples. Now classify the samples into mid- 
dling fair, strict middling, good middling, middling, strict low mid- 
dling, low middling, strict ordinary, and ordinary. 

Data: 



Sample No. 



Classification 



Reasons. 



Exercise 52 Classification oe Cotton by Students 

Object: To practice cotton classifying. 
Material : Several samples of cotton. 

Directions: Each student should classify the samples according to Exer- 
cise 51. and tabulate the results. 



—26— 
Data: 



Sample No. 



Classification 



Reasons 



Exercise 53 A Study of the Peanut Plant 

Object: To study the peanut plant. 

Material: Several mature peanut plants. 

Directions : Study the peanut plant and observe the general form of 
the plant, the root structure, and root nodules. Observe the size 
and arrangement of the stems, the leaves, the flowers (male and 
female), and the nuts. Carefully study the formation of the nuts 
and how the peg or nut developing part is pushed down into the 
ground. White a brief description of the peanut plant. 

Exercise 54 Cowpeas and Soy Beans 

Object: To study the cowpea and soy bean plant. 

Material : Several cowpea and soy bean plants. 

Directions: Study both plants, observing the structure of the roots, 
stems, leaves, flowers, pods, and number of seed to the pod. Make 
a drawing of a leaf and a pod from each plant. Compare the two 
plants. If possible, obtain nodules from each plant and compare 
.them. 

Exercise 55 A Study of Sweet Clover Plants 

Object: To study the clover plant. 

Material : Sweet clover plants. 

Directions: Provide, each student with a sweet clover plant. Make a 
drawing of the plant showing the root, stem, leaves, and flowers. 
If several kinds of clover are available, study different kinds and 
compare them. With the aid of a lens study the seed. 

Exercise 56 Study of Tubercles on Legume Plants 

Object: To study the tubercles of legume plants. 

Material: Carefully dig up the rout systems of several legume plants. 

Directions: Note the number, size and shape of the nodules on the 
different kinds of plants. Separate a nodule from each of the host 
plants and make a drawing of it. Make a cross section of the 
nodule. With aid of a lens make a drawing of it. 

Exercise 57 A Study of the Corn Plant. 

Object: To study the corn plant. 
Material : Seedling corn plants and mature plants. 
Directions: Make a drawing of the plantlet, showing arrangement of 
roots, stem, and leaves. Make a drawing of the mature plant, 



—27— 

showing the root, stem, leaves, tassel, and ear. Label carefully all 
parts. 

Cut a cross section of the stem and draw it. Study the cross 
section of the .-tern. 

Conclusions. 

Exercise 58 A Study or the Types of Corn 

Object: To study the types of corn. 

Material: An ear of each of the following types of com: dent, Hint, 
sweet (sugar), pop. soft, and pod. 

Directions: Make a drawing of each ear. Make a drawing of a kernel 
and a cross section of a kernel of each ear. Write a brief descrip- 
tion of each type and compare them. 

Conclusions. 

Exercise 59 A Study of Variety Characteristics of Corn Plants 

Object: To study the characteristics of different varieties of corn. 

Material: If possible mature stalks of different varieties of corn. Ears 
of different varieties of com. S. D. Ed. 92, Ex. 49. 

Directions : Study each type of stalk, the way the ear is attached to 
the stalk, size and shape of ear. Study the ear characters as fol- 
low : Shape, size, length of ear, length of kernel, hardness of ker- 
nel, arrangement of kernels, and tbe structure of the cob. 

Data : 

Conclusions. 

Exercise 60 Corn Variety Study" 

Object: To study variety characteristics of corn. 

Material: Ears of corn of different varieties, tape measures, descriptive 

outlines (see daia). 

Directions: Tabulate carefully the characteristics of at leasl five ears 
of each variety, on the descriptive sheet. A plus sign will indicate 
the presence of a characteristic. When the variety has been studied 
carefully, a brief description, including practically all the main 
points on the data sheet, should be given. Study each of the vari- 
eties of corn in the same way. observing closely variety charac- 
teristics. 

Ear Characteristics 

1. Shape of ear. 

a. Cylindrical, partly cylindrical, or distinctly tapering. 

2. Length of ear. 

a. Long — over 10 inches, medium — 8-10 inches: or, short — 
under 8. 



—28— 

3. Circumference. 

a. Large — over 7f inches; medium — 6f-7f inches; or, small — 
under 6-| inches. 

4. Rows of kernels. 

a. In pairs or straight. 

5. Number of rows. 

a. Many — over "20; medium — 14-20; or, few — under 14. 

b. Number of dropped rows. 

6. Space between rows. 

a. Wide, medium, or narrow. 

7. Grains on cob 

a. Firmness — firm, medium, or loose. 

b. Color — yellow, white, red, or mixed. 

c. Indentation. 

1. Creased dimple, rough crease, pinched, beaked, or 
bridged. 

d. Shape. 

1. Wedge, square, parallel sides, or pointed. 

e. Depth. 

1. Long, medium, or short. 

f. Width in proportion to length. 

1. Narrow — twice as long as wide. 

2. One and one-half times long as wide. 

g. Uniformity. 

1. All grains uniform in size and shape, 
h. Composition. 

1. Starchy, medium starchy, medium horny, or horny 
i. Germ. 

1. Large, medium or small. 

2. Character — full, sunken or smooth, blistered, bright 

or dull, oily or dry. 

8. Butt. 

a. Even or flat, moderately rounded, deeply rounded, com- 
pressed or swelled. 

9. Tip. 

a. Exposed, nearly covered or covered. 

10. Shank. 

a. Small, medium or large. 

11. Cob. 

a. Size, small, medium or large. 

b. Color — red, pink or white. 



—29- 



Data 



( Explanatory section.) 









No. c 


f Ear 




1 


2 


3 


4 


5 




1. Shape of ear. 














a. Cylindrical. 














b. Partly cylindrical. 


* 




* 




* 


** 


c. Distinctly tapering. 




* 










2. Length of ear. 














a. Long — over 10 inches. 


* 




* 


* 


* - 


** 


b. Medium — 8-10 inches. 




* 










c. Short— under 8 inches. 















♦Characteristic present. **Characteristic predominating in variety. 

Exercise 61 • Germinating Seed Cobm 

Object: To test the germinating power of seed corn. 

Material: One hundred ears of corn, a germinating box, and sand. S. 
D. Ed. 92, Ex. 53. 

Directions : Lay the ears of corn that are to be tested in a long row, 
side by side, where they will be undisturbed until the test is com- 
pleted. Number the ears from one to one hundred. Commencing 
at the left end of the row, remove six kernels from each ear, two 
near the butt, two near the middle, and two near the tip. These 
kernels may be taken out easily with a knife. Place the kernels of 
ear No. 1 in the sand of the box in square No. 1, and the six ker- 
nels from ear No. 2 in square No. 2, and so on. Keep the germi- 
nator moist and at a temperature of from 70 to 80 degrees F. for 
seven or eight days, when the test should he completed. Remove 
the kernels from the tester and count the number that have germi- 
nated from each ear. Any ear that does not show 100 per cent, 
germination should be discarded. 

Data : 



Dates of testing 



Ear No. 



Per cent germination 



Exercise 62 Judging Single Ears of Cobb 

Object: To study the ideal ear of com. 
Material : Several ears of corn, score cards. 

Directions: By the aid of the following score card, score several ears of 
corn. 

1. Trueness of type 10 

• 2. Uniformity . '. 10 

Gram. 
Color. 



—30— 

3. Shape of ear 10 

4. Length of ear 10 

5. Circumference of ear 5 

6. Butt of ear 5 

7. Tip of ear 5 

8. Shape of kernel 10 

9. Space between the kernels 10 

10. Size of cob 10 

11. Market conditions 5 

12. Percentage of corn 10 



100 



Exercise 63 Placing Single Ears op Corn 

Object: To gain experience in scoring corn* 
Material: Several ears of corn, single ear score cards. 
Score and place a number of samples. 

(See Exercise 64 for data.) 

\ 

Exercise. 64 Judging Ten-Ear Samples 

Object!: To place ten-ear samples of corn. 
Material: Several ten-ear samples of corn. 

Directions : Start with the poorer samples and by a process of elimina- 
tion discard the poor. By means of a detailed study of each sample 
place them in such a way that there will be the first, second and 
third placing. Place the best sample first, the second second, etc. 
Give a percentage value to each sample, calling sample No. 1 100 
per cent, perfect. 
Data: 

Placed sample No. — over sample No. — because 
Placed sample No. — over sample No. — because 
Placed sample No. — over sample No. — because 
Placed sample No. — over sample No. — because 

Eercise 65 Repeat Exercise 64. 

Exercise 06 A Study of the Oat Plant 

Object: To study the oat plant. 

Material : Green and mature oat plants. 

Directions : Provide each student with a green and a mature oat plant. 

With the aid of a lens study the plants according to the following 

outline : 

1. Leaves, parts, blades, sheath, ligule, and leaf auricle. 

2. Roots, temporary, permanent. 

3. Stem. 



—31— 



4. 


Flower. 


5. 


Head.-. 


6. 


Grains. 


7. 


Composition. 


8. 


Varieties'. 


9. 


Adaptation. 


0. 


Comparison with other grains 



Exercise 67 Scoring and Placing Oat Sam pi is 

Object: To determine the relative merits of oat samples. 
Material: Five samples of threshed oats, tester, score cards. 
Directions: Score each of the oat samples according to the followiug 

score card: and place first, second and third best samples. 
Data : 



SCALE OF POINTS 


Perfect 

s :nrc 


Student's 
score 


Corrected 
score 




10 
10 
15 
15 
15 
15 
20 




































Total 


100 






Estimate approximate per cent of hull in each sample 
pounds will have approximately 30 per cent, hull.) 


as follows: 


(Samples 


veighing 32 


Standard Weight : Sample Weight : 


: X : standard r 


cr cent. 






32 : Sample Weight : 


: X : 30 
(Substituting) 








32 : 31 : 


: X : 30 
(Solving) 
31 X— 960. 
X— 30.96 









Note: VThis sample has approximately 1 per cent more hull than the standard. (See 
score card for cut.) 

Placed sample No. 3 over sample No. 1. because : (reasons) ...... 

Placed sample No. 1 over sample No. 5, because : ( reasons ) 

Placed sample No. 5 over -ample No. 1. because (reasons) 

Exercise 68 A Study of the Wheat Plant 

Follow the outline as given in Exercise 66. Use wheat instead of oat 
plants. 

Exercise 69 Treatment of Grain for Smut 

Object: To treat small grain tor smut. 

Material: Two tubs with drains near the bottoms, ami a box that is ;i 

little higher than a tub. 
Directions: Make a It) per cent, solution of formalin by mixing one 

pint of formalin with fifty gallons of water. This will fill a ltil> 



—32— 

about two-thirds full of solution. Pour in about a bushel of the 
seed to be treated and stir thoroughly. The smut balls and light 
kernels will rise and may be skimmed off. As soon as the skim- 
ming is completed the solution may be drawn off through the hole 
in the bottom. Empty the grain on the floor and dry. Eeverse 
the tubs and they are ready for more grain. 

Hot Water Treatment 

Soak the seed for three hours in hot water. Then soak for ten 
minutes in water at a temperature of 133 degrees F. Cool imme- 
diately. A temperature of less than 130 degrees P. will not kill 
the smut germs. A temperature of 135 degrees will injure the 
germinating power of the seed. The operator should be very care- 
ful and have complete control of the temperature. 

Exercise 70 Judging Sorghum Heads 

Object: To better understand the sorghum heads. 

Material : A number of heads of different varieties of sweet and grain 
sorghums. 

Directions: With aid of the following score cards, study the heads of 
sorphum : 

1. Uniformity of head and kernel 20 

2. Shape of heads 10 

3. Size of heads 5 

4. Arrangement of spiklets 20 

5. Shape of kernel 5 

6. Size of kernel 5 

7. Color of kernel and glume 5 

8. Freedom from shattering 5 

9. Secretion 10 

10. Market condition 15 

Total 100 

Exercise 71 A Study of Bermuda Grass 

Object : To better understand the habits of Bermuda grass. 

Material: Some growing Bermuda grass plants. 

Directions : Note the way that Bermuda grass throws out runners and 
how these stems root to the ground. Dig up one of these plants 
and make a drawing showing the principal root systems and the 
new root systems, formed where the joints root down. Study the 
root, stem, and flower parts. Write a brief description of Ber- 
muda o-rass. 



—33— 

Exercise 73 A Study of Johnson Grass 

Object: To better understand the habits of Johnson grass. 

Material: Johnson grass plants with roots and root stocks. 

Directions: Study the root systems carefully and note the differences 
between the primary root systems and the secondary systems and 
tertiary system. Have the student make careful drawings showing 
these systems. Cut a cross section of the root and draw. 
Write a detailed description of the plant. Give metjiods of control. 

Conclusions. 

Exercise 73 Identification of Farm Seeds 

Object: To identify the different farm seeds. 

Material: A collection of different farm seeds. 

Directions: Place samples of the seeds in dishes or bottles and number 
each dish. Have the student identify the ^ccd and record the 
number and name. This will help the student to remember the 
seed characteristics. 

Data : 



Bottle No. 



Seed 



Characteristics 



Conclusions. 

Exercise 74 Taking a Farm Inventory 

Object: To estimate value of farm property. 

Material: Note-book, pencil. 

Directions: Since a farm inventory is a classified list of all farm prop- 
erty, with estimated value, the best time to take it is at the close 
of the farm year when all surplus crops and stock have been dis- 
posed of. The Christmas vacation may be used to a good advan- 
tage in working this exercise. Get all the implements and equip- 
ment together. Collect the tools that have been left in the Held 
or lent to neighbors. List each item, and record the estimated 
value. The live stock inventory should show the number, kind and 
value of animals by groups. For instance, under the cattle inven- 
tory cows, heifers, steers and calves should be listed separately. 

In order to take an inventory of feed on hand it will often be 
necessary to estimate the quantity by measuring the bins, cribs, hay 
ricks, or stacks. In order to find contents in cubic feet, multiply 
length, breadth and thickness and estimate about 500 cubic feet 
to the ton for hay. and about 3 cubic feet for ear corn, and 1| 
cubic feet of shelled -rain to the bushel. The inventory should 
be arranged to show the value of each item, the value of each group, 
and the total value. 



—34- 
Data: 



1. 


Farm. 




A. Land. 




B. Buildings. 


2. 


Live stock. 




A. Cattle. 




B. Horses. 




C. Mules, etc. 


3. 


Machinery. 


4. 


Feed. 




A. Grain. 




B. Koughage. 


5. 


Seed. 



Estimated 

value. 



Total value, 



Exercise 75 Preparing Farm Products Maps of Texas 

Object: To prepare farm products maps of Texas. 

Material : An outline map of Texas, Texas almanac and bulletins is- 
sued by the U. S. Census Bureau. 

Directions : Have the students make a map of Texas showing the dif- 
ferent products of Texas. 

These products may be shown by coloring different, portions of 
the map. 

Exercise 76 Preparing Exhibits of Farm Products 

Material: S. D. Ed., p. 87. 

Directions : The teacher should work this exercise out under the con- 
ditions which he finds in his local community. He should keep in 
mind the quality of the exhibit and the beauty of it. When the 
exhibit is finished it should show the quality, kinds and a general 
summary of the products of the community. This may be used to 
advantage in connection with the school fair. 



w 



UBBARVOFCONgll 



■■■■■■-- ™«eo fi 

020 9A8 AM & 



L 



